Education

Education

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Master’s Programs


Master´s in Education

The first Master’s Programs in Education in the country was offered by UCU in 1989. Since then, it has been a graduate option aimed at specialization in various fields of education by training its students in research methodology. The UCU offers the Master’s Program in Education with four different focuses: 


Curriculum and Assessment


In the last century, teaching has gone from being a profession in which initial training was for life, to one in which teachers must remain up-to-date. This phenomenon, which is not unique to teaching, has been developing especially in the last 40 years with overall success. Professional teacher development is key in teaching, as stated in various studies. However, it has depended to a great extent on personal motivation and not on the strategic planning of a system that needs trained people.

To create a professional development environment for teachers and, considering national and international studies, we offer a training proposal that aims to develop teaching skills to be applied in the context where teachers work. This proposal, closely related to practice, fosters equality in the opportunities of technical and personal preparation of professionals, within the contextual needs in which they perform. It has the following characteristics:

• A curricular design that facilitates teacher participation in a blended system.

• A training system that encompasses different dimensions of teaching practice which are integrated and complementary, and not a succession of isolated activities.

• It is contextualized and based on the development of teaching skills, with courses designed on such competencies, so that there is a special focus on learning from contextualized practice and moving on to the field of professional performance.


Educational Management

In the last decades, multiple studies in various parts of the world have shown that the characteristic profile of each educational center – as the most immediate social context of learning – plays a central role in educational processes.

The educational center, with its specific organizational culture or institutional ethos, has a major influence on teaching quality and learning processes through various means (interpersonal relations, relationships and values, material conditions, formal and informal norms, traditions and beliefs).

The educational management and leadership that take place within each educational center have a key role in organization dynamics, in the promotion and implementation of innovative processes and educational improvement, as well as in institutional development and the planning and implementation of educational policies.

The complexity of organizational processes that take place in each educational institution reveals the need for specific training in order to succeed in these leadership roles.
Since 1993, the Catholic University of Uruguay has been developing training courses in educational management, promoting professional development for managers, coordinators, sector and area managers, both in the public and private sectors.

These times demand changes in processes and educational quality improvement, therefore training and improvement become more necessary for educators with competences that allow them to lead the implementation of transformations that consolidate valuable and consistent educational projects.

Degrees awarded: Graduate Specialization in Educational Management, with an intermediate degree - upon passing the first six courses corresponding to the Diploma of Specialization in Educational Management.


Educational Guidance

Studies and research show high rates of dropouts, lagging, and difficulties in meeting the diversity that today characterizes the student population in classrooms. There is a progressive increase in learning difficulties and lack of study habits among students. At the same time, educational institutions are repositories of greater expectations and demands from society.

The current scenario demands the development of better strategies to support students so that they can timely complete their curricular course and, at the same time, go through their personal growth process from an integral approach.

Educational guidance consists in a set of activities aimed at students, teachers, and families to support them in their activities within the scope of educational centers. The role of the counselor in these institutions, as a mediator and promoter of processes inside and outside the classroom, requires training that allows them to integrate the different dimensions at play in order to accompany students in their specificity and favor the development of their life project.

This proposal offers training that meets academic accuracy and practical value. It values the personalization of education and integral attention to students, and tries to cater for student socio-cultural diversity in educational institutions.


Learning Disabilities

Problems arising from specific and non-specific learning difficulties have been the focus of research and developmental approaches for many years. Their variety and complexity are recognized, among other characteristics, which is why they demand specialized and interdisciplinary action.

The learning difficulties that have the greatest impact on the failure of students who attend compulsory schooling programs are those related to linguistic skills and logical reasoning. As they are essential, they affect learning in two key areas of human knowledge. In addition, because of their impact on learning in all other areas, they are a field of special relevance that is constantly researched.

The Catholic University of Uruguay has offered a Graduate Program in Learning Disabilities since 1995 to train professionals specializing in pedagogical work with children and adolescents, in individual and collective work, both inside and outside the classroom.


Graduate Programs

Curriculum and and Assessment

Learning Difficulties

Educational Management

Educational Guidance (blended learning)


Diplomas


Curriculum and Evaluation | Salto branch

In the last century, teaching has gone from being a profession in which initial training was for life, to a profession in which teachers must remain up-to-date. This phenomenon, which is not unique to teaching, has been developing especially in the last forty years with overall success. Professional teacher development is key in teaching, as stated in diverse studies. However, it has depended to a great extent on personal motivation and not on strategic thinking of a system that needs trained people.

To create a professional development environment for teachers and, considering national and international studies, we offer a training proposal that aims to develop teaching skills through formative actions related to the context where teachers work. This proposal, closely related to practice, fosters equality in the opportunities of technical and personal preparation of professionals, within the contextual needs in which they perform. It has the following characteristics:

• A curricular design that facilitates teacher participation in a blended system.

• A training system that encompasses different dimensions of teaching practice which are integrated and complementary, and not a succession of isolated activities.

• It is contextualized and based on the development of teaching skills, with courses designed on such competencies, so that there is a special focus on learning from contextualized practice and moving on to the field of professional performance.


Curricular Design and Development (with UNESCO) (blended)

Alliance between UNESCO (IBE and OREALC) and Catholic University of Uruguay to promote capacity building.

The International Bureau of Education (IBE) was founded in 1925 as a private institution and in 1929 became the first intergovernmental organization in the field of education. In 1969, the IBE joined UNESCO and in 1999 it became the institute responsible for educational content and methods, as well as teaching and learning strategies through curriculum development.

This work is basically achieved through three programs:

(A) Capacity building

(B) Technical assistance and policy advice

(C) Production and knowledge management

The IBE aims to contribute to education for all (EFA) by promoting the development of quality curricula. Its support to UNESCO Member States covers capacity building and technical assistance in curriculum, production and knowledge management, as well as dialogue on education policies. As part of the strategy to become a center of excellence in curricular issues, the IBE pays particular attention to improving institutional capacities for curriculum development at different levels of the education system.

From a long-term perspective, the IBE helps Member States to strengthen a critical mass for curricular issues, which supports the processes of curriculum development and reform.
Under the Framework Cooperation Agreement signed between The Catholic University and IBE in 2010, the Diploma in Curriculum Design and Development was created.

The concept of curriculum

There are no effective educational reform processes without a strong curriculum vision. Therefore, to improve education quality, it is necessary to develop a curricular vision that justifies the relevance of why, what, when and how to teach students at different educational levels, and thus respond to society’s expectations and demands. The curriculum can be considered a product (the what) and a process (the how). Both aspects are equally important and complementary.

In this context, the IBE, The Catholic University, and the UNESCO Regional Bureau of Education for Latin America and the Caribbean (OREALC) coordinate efforts to offer the Diploma in Design and Curriculum Development in two terms:

• Compulsory education (from initial to secondary education)
• Higher education and teacher training (universities and teacher training centers)


Learning Assessment (blended)

Research and debate on educational change policies have shown the need to strengthen the role of teachers as evaluators, the value of frequent assessment, and the importance of teacher feedback to improve student learning.

Assessment is tool that helps regulate teaching and learning, as it enables us to diagnose situations, to detect weaknesses and strengths in students or teaching methods, to re-focus pedagogical practices, and to verify the results achieved.

From the assessment design stage, the teacher must anticipate what is to be evaluated, why to make certain content cuts and not others, what instruments are most appropriate for their purposes, what conceptual referents to use to develop tools and make value judgments, how results will be used, how they will be communicated to ensure their use, how those outcomes will impact that point in the student's school life, at school and in families. All these decisions, which make up the way to assess and that should be part of its planning, are based on an idea of education, teaching and learning.

In addition, assessment has a relevant social function when its results are used to give grades, to make judgments about the knowledge and skills acquired, to decide on a course being passed or not, and to certify the suitability of a future professional. The personal and social repercussions of assessment decisions require teachers to produce high quality, clear, reliable and valid assessments for the objectives set.

Elaboration of evaluation proposals that consider all aspects involved, from the design stage to the use plan, demands a teacher’s time, effort, dedication and specialized knowledge.


Educational Management (blended)

The organizational culture of each educational institution, its values, the interpersonal relationships established within it, the formal and informal rules applied, together with its physical environment and conditions, strongly influence the quality of the teaching-learning process. Leadership and management styles in learning institutions, both formal and informal, have a key role in fostering and guiding processes of innovation and educational improvement. They also influence institutional development, planning, and the implementation of educational policies.

The complexity of the organizational processes in an educational institution highlights the need for specific training for coordinators and managers. Processes involving change and quality improvement in education demand well qualified directors, area coordinators and managers for successful implementation. Since 1993, the Catholic University of Uruguay has been providing training in educational management to a large number of educational administrators, coordinators and teachers working in both the public and private sectors.